RITUALS OF INCLUSION: ON THE MARGINS OF SCHOOL INTEGRATION IN PRISONS. DESCRIPTIVE STUDY IN SCHOOLS OF SANTIAGO AND VALPARAÍSO

Abstract

The discourse of educational inclusion has a special relevance in public policies in Chile, one of its main responses is the school integration programs (PIE) that seek to provide and strengthen educational spaces with extra resources for persons with special educational needs. Access to these benefits is regulated by rule Decree 170/2009. This research makes a description of this process, carried out in an extreme and complex scenery: the application of the PIE in the education of young people and adults (Adult Education) in the context of confinement, implemented a few years ago. The problem of the study was to know the experience of the PIE teams that are carried out in these educational settings in the regions of Valparaíso and Santiago. A qualitative methodological design based on in-depth interviews and a directed sample was used. The results show the personal tensions, adaptations and distortions that professionals must carry out to provide the required care, they are determined by the inadequacy of rule Decree 170, the context of prison confinement, the financing policy governed by the voucher and the shortcomings in ad-hoc initial professional training and improvement.